innovative employment programs and initiatives -...
TRANSCRIPT
Innovative Employment Programs and Initiatives
Jessica Stehle – DD Employment Resource Specialist
Richard Kriner – Autism Services Specialist Mark Peterson – DD Employment Resource Specialist
• Founded by Erin Riehle, MSN, RN in 1996
• One-year high school transition program
• For students with very significant disabilities in their last year of school
• Primary goal is competitive employment
Project SEARCH
Project Search Host Businesses• Local, state and federal
government• The Smithsonian
Institution• National Institutes of
Health• Conference centers and
resorts• Water and power
companies
• Banks and insurance companies
• Universities• Retail- Wegmans• Distribution centers and
manufacturing companies• Law enforcement agencies
and courthouses• Zoos and parks
• Virginiao 2008: 1st site
o 2016-17: 17 sites
• Nationallyo Sites in 45 states
• Internationallyo Canada
o England
o Holland
o Ireland
o Scotland
Project SEARCH Programs
Project SEARCH Overview
• DARS
• Local Education Agency (LEA)
• Employment Service Organization (ESO)
• Host business
• Long-term funding sources
Project SEARCH Partners
Each partner agency contributes specific resources to project
(Teacher, classroom space, funding for job coaches...)
• 8-12 students with variety of disabilities
• 1 teacher – provided by school
• 1 job coach – provided by ESO
• 1 vocational rehabilitation (VR) counselor –provided by DARS
• Host business liaison and involved employees
Project SEARCH Sites
• 18 – 22 years old
• In last year of high school
• Have generally appropriate hygiene, social and communication skills
• Have ability to take direction and change behavior
• Have access to transportation
Project SEARCH Students
Project SEARCH Students
• Can pass drug screen and background check
• Willing to receive required immunizations
• Willing to work three unpaid internships and receive continual feedback
• Have desire to work!
• Involvement throughout school year and beyond
o Participates in:
o student selection
o advisory committee
o host site-based Project SEARCH activities
o Funds ESO job coach
o Provides career guidance and counseling to students
o Coordinates long-term supports
DARS’ Contribution
• 131 students enrolled in a program this past school year (2015-16)
• 607 total participants
• 82.6 % rehabilitation rate
• About 1/3 employed by their host businesses
Virginia Project SEARCH Stats
• Collaboration
• Real-world work experiences
• Change in business culture
What makes Project SEARCH Successful?
Jessica Stehle
DD Employment Resource Specialist
571.210.2183
Customized Employment
• Based on the Office of Disability Employment Policy, “Customized Employment (CE) is a flexible process designed to personalize the employment relationship between a job seeker and an employer in a way that meets the needs of both.” Employment comes from negotiation of job restructuring by carving, sharing, and even self-employment.
• CE is linked to and builds on our already established supported employment process.
• It often requires multiple service providers such as AT, job coaching, behavioral supports and benefits consultation, for example.
Customized Employment
• Is the outcome that results from an individualized, person-centered process.
• Results in a customized job that will meet the needs that the individual has for employment, the conditions necessary for his or her success, and the needs that the business has for valued, contributing employees.
Discovery- Gathering information about thejob seeker (discovering personal genius usingsmooth listening), the CE support team explorethe job seeker’s interests, skills, ecologicalenvironments and preferences related topotential employment that guide thedevelopment of a customized job. Vocationalthemes are uncovered here.
Job Search Planning- Using theinformation learned about anindividual job seeker in Discovery todevelop a plan toward meaningfulemployment, research a local list ofpotential employers, and conduct ananalysis of benefits. From vocationalthemes to vocational goals and usingsupply chain mining, develop 3 groupsof 20
Job Development and Negotiation- Working
collaboratively with the individual and the employer to negotiate a customized job; the provision of supports; and the terms of employment that will match the individual’s interests, skills, conditions necessary for success, and specific contributions, and will fill the unmet needs of the employer. Informational interviews, job creation, employment proposal.
Post-Employment Support- Setting up on-going post-
employment supports and monitoring the employment relationship to ensure satisfaction of both the individual and the employer. Systematic instruction.
For more information contact
Mark Peterson
(804)-662-7485
DARS Autism Services
The Bigger Picture
• VR System Challenges
– Lack of adult services
– Lack of VR providers w/ KSAs to work w/ ASD
– Learning, social, and behavioral challenges
– Short term nature of VR
– Lack of evidenced based research
32nd IRI
Systemic Gaps / Poor Outcomes
Underserved and
Disconnected
Living Arrangements
The Services Cliff
Transition Planning
Community Participation
Safety Risk
Employment
Health Care
Postsecondary Education
National Autism Indicators Report: Transition
into Young Adulthood. Philadelphia, PA: Life
Course Outcomes Research Program, A.J.
Drexel Autism Institute, Drexel University, 2015
Virginia VR- Where We Are Today
• Numbers receiving VR services are increasing
• Autism focused pilot programs positive results
• Technology aids in improved performance on the worksite for individuals with ASD
• Proven techniques to effectively serve persons with Autism increase costs
Autism Yearly Growth-Daily Apps
1.0
1.3
1.6
2.02.1
2.7
3.0
3.5
4.0
4.3
0.0
0.5
1.0
1.5
2.0
2.5
3.0
3.5
4.0
4.5
5.0
FFY 2007 FFY 2008 FFY 2009 FFY 2010 FFY 2011 FFY 2012 FFY 2013 FFY 2014 FFY 2015 FFY 2016
Cases Served
FFY 2016 = 2596
Youth With Autism Ages 14-22
2008
7%
2012
11%
2016
20%
% of ALL Youth
Applications With Autism
Diagnosis
1 in 5 youth applicants exp.
vocational challenges due
to autism
Transition for students with ASD In VA
“Services may not address
needs”
Employment
Training & Education
Independent Living
SJR 330 Schools
DARS’ Plan to EnhanceOutcomes
Systems
Change!
28
What we have learned- effective strategies and promising practices
Examples from DARS Autism Pilots
What We Learned About an Autism Focused Project SEARCH
• Access to intensive training embedded in community environments may improve the employment outcomes for youth with ASD
• Youth with significant ASD can successfully transition into meaningful health care employment in non-traditional positions
Reported by Jennifer McDonough, VCU-RRTC
Autism Pilot Approach
Utilize
targeted,
evidenced-
based
interventions
Strengthened
services and
outcomes
Enhance
assessments
and planning
Increase
access to
qualified
providers
DARS Autism Services Pilot Model
• Piloted model in 11 field offices across state
• Developed 4 DARS Autism Subject Matter Experts (ASMEs)
• Approximately 131 people served
• Now moving to a statewide system where we
o Apply what we’ve learned
o Add additional SMEs in new areas (as funding allows)
Preliminary Evaluation DataPilot Control
Successful Closures 46 58
Unsuccessful Closures 6 44
Rehab Rate 88.5% 56.9%
Median Earnings $7.73 $8.00
Median Hours Worked 20 20
Median Cost $8,377.25 $3,034.80
Retrospective matched cohort study design
Key Themes
• Use a team based approach
• Individualized Strength-Based Process
• Providers with Expertise in Autism
• Intervention Types, Timing, Sequence, Intensity and Long-Term Support are important
• Work incentives consultation and supports
How does it work
https://www.youtube.com/watch?v=drx7aFGJzJY&index=96&list=PLXLOQBUxFjtTCFMYE1kbrYkVXoDMSN9HZ
https://www.youtube.com/watch?v=_FPIeCubuPo
Addressing Knowledge and Skills Gaps
“One of the greatest challenges in designing interventions for individuals with ASD is the ability to ‘see the autism…
…Effective support strategies can be created only when strengths and underlying characteristics
related to ASD are identified “
35
Underlying Characteristics Checklist Manual, 2011
DARS Autism Subject Matter Experts
• Regional Autism Subject Matter Experts (ASMEs) provide consultation and technical assistance for DARS counselors in serving VR clients with autism.
• Form a statewide team, coordinated by Program Coordinator
• Facilitate local provider/ partner teams
• Capacity development
• Effective practice, and
• Support training and education
DARS ASME Team
Richard Kriner DARS Autism Program Coordinator
Central Office
Jessica Stehle Northern Virginia
Nora Tucker New River ( Christiansburg, Roanoke)
Lisa Biler Hampton Roads ( Wmbg/ South Hampton)
Lisa Handke Hampton Roads ( Portsmouth)
Suzie Klein Blue Ridge ( Charlottesville)
Amanda Habel Capital ( Henrico, Chesterfield)
Soft-Skills Development
Skills for Post Secondary
Success
Organization and Time
ManagementTravel Training
Communication/ Social Skills
Self-advocacy Skills and
Independence
Improving Hygiene
“Making problem behavior
“ineffective, inefficient, and
irrelevant”
Collaborative Team & Person Centered
Approach
Functional Assessment
Preventative Supports
Skills Training & Reinforcement
Strategies
Horner (2000)
Behavior Supports
Monitor &
Revise As
Needed
Assistive Tech Really Works!
AT Impacts
Performance
Social
Confidence
Independence
Neurodiversity in the workplace
“It’s not a processing error it’s a different operating system”
Marc Sirkin, Autism Speaks Chief Digital
Marketing Officer
Differences, Not Deficits
Characteristics= Workplace Strengths
Loyal and Productive
Fast Problem Solvers
Intense focus and attention
Detail Oriented
Task OrientedCreative and innovative
High professional
standards
Ability to think outside the
box
Pattern Recognition
Autism Speaks -2012 Employment
Think Tank
Innovation from the edge- Recruiting Strategies
Neurodiversity AdvantageSAP
Freddie Mac
Microsoft Walgreens
AMC Theatres
Hart Schaffner
Marx
Neurodiversity in the workplace
• “The most relevant challenge for business is to bring in the very best talent for the work we do and create an environment that can unleash the full abilities of every person.”
- Lori Golden, abilities strategy leader for EY
Some Closing Points
• Person Centered and Strengths Based approach
• Interagency Coordination and family engagement
• Start early and plan for the long-term
• Anticipate longer timeline and higher cost to achieve goals- Pay now or pay latter
• Capacity Development to ensure access and sustainability
• For more information contact
• Richard Kriner
• (804) 662-7438